Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

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Fake news is nowadays part of our everyday lives, especially for those who are exposed to social media. As 8 out of 10 Swedish teenagers mainly read news on social media, this study was conducted to investigate to what extent students are taught to deal with fake news. This was done by examining exercises in English workbooks currently used at the upper secondary level. Skolverket (2021) clearly states that it is part of Swedish teachers’ mission to educate students so that they can orientate and act in a complex reality with a large flow of information, increased digitization and a rapid pace of change. Accordingly, the aim of this study is to examine how and to what extent workbooks in the Swedish EFL classroom provide students with tasks which can be said to further skills related to source criticism and critical thinking. It also aims to address the possible prevalence of insufficient skills of the above-mentioned kind and its potentially harmful consequences. This was done by investigating how exercises in workbooks can be said to promote an improvement of source criticism and critical thinking. The method of the presented study emanates from the theoretical framework of critical literacy from a pragmatic perspective. The study is qualitative as the examined material is limited. The results show that the workbooks vary in how they enable the ability to detect bias and critical thinking and that the workbooks rely on teachers to elaborate instructions. This indicates that the exercises in the workbooks may not be sufficient to fulfil the mission stated by Skolverket (2021).

The aim with this study is to explore the use of peer review in a Swedish school context. The study focuses on the role of secondary school teachers of English, and the main research question is: “What are teachers’ views of using peer review in the English classroom?” The interviews show that there are several ways and methods to work with writing such as projects that lasts for weeks or smaller task focusing on a certain area. Secondly, it is shown that peer review can be used in both written and oral tasks. Furthermore, the feedback given to the students can be oral or written, and the area of feedback alters depending on the task. Thirdly, the benefits of peer review are that it helps improve critical thinking, as well as the students’ way of discussing language. Lastly, the main challenge is the variety of language proficiency among the students, but with clear instructions, time and practice in an accepting classroom environment, this challenge does not have to be an obstacle.

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Made available in DSpace on 2017-07-10T16:17:20Z (GMT). No. of bitstreams: 1 Claudimara.pdf: 3529621 bytes, checksum: c9b1eb2f37c2c131031fee5f014a82f6 (MD5) Previous issue date: 2011-04-20 / This paper, which has an exploratory point of view, intends to investigate how much did the Secondary Level Teaching renovation, that happened in Brazil in 1990, involve the notion of development of the Economic Committee for Latin America and Caribbean (CEPAL). This institution, created in 1948, has oriented, since then, the governments of Latin America countries by publishing studies and propositions about the economical development of these countries. The concepts of production and equity are important part of CEPAL recent studies and these concepts are both analytical categories of 1990 Secondary Level renovation. It´s all about understanding the renovation proposed by the Law of Directives and Bases of Education, number 9394/96, of Constitutional Amendment number 14 of 1996, as stated in Federal Decree number 2.208/972, in opinion of CNE, number 15/98. The Curriculum in Education for Secondary Levels has the referred notion of economical development. It is clear in categories of embodied democracy as in the increase of population participation as in the reduction of social inequality. The concept of population participation as in the reduction of social inequality. The concept of equality must contribute to enlarge the possibilities of everyone to be inserted in theproductive system. Besides that, education and knowledge must be a very important part of the productive transformation, recovering and strengthening the Human Capital Theory, which designs the relation between education and economy as a condition to a country development. To write the present paper, the legislation of Secondary Level renovation, the documents produced by CEPAL and the data from The National institute of Research and Studies (INEP) were researched. Among the most important study finds are the dual character of Secondary Level teaching: Regular and Professional classes; the transformations of the productive organization as a determining point to Secondary Level curriculum; the relation between education and development and the understanding of the presence of CEPAL proposition in Secondary Level renovation of 1990 in Brazil. / Esta pesquisa de caráter exploratória teve como objetivo investigar em que medida as reformas do Ensino Médio, implementadas no Brasil na década de 1990, incorporaram a noção de desenvolvimento da Comissão Econômica para a América Latina e o Caribe (CEPAL). Essa instituição, criada em 1948, tem, desde então, orientado os governos dos países latinoamericanos, por meio da divulgação de estudos e propostas que visam fundamentalmente pensar o desenvolvimento econômico da região. Nas formulações teóricas recentes da CEPAL os conceitos de produtividade e de equidade ganham centralidade, tornando-se, no presente trabalho, categorias analíticas das reformas para o Ensino Médio nos anos de 1990 no Brasil. Trata-se de compreender como as reformas consubstanciadas na Lei de Diretrizes e Bases da Educação Nº 9394/96, na Emenda Constitucional Nº 14 de 1996, no Decreto Federal Nº 2.208/97, no Parecer CNE Nº 15/98 que outorgaas Diretrizes Curriculares Nacionais de educação e nos Parâmetros Curriculares Nacionais para o Ensino Médio traduziram a referida noção de desenvolvimento. Essa noção aparece nas reformas por meio de categorias como democracia, consubstanciada tanto no aumento da participação popular como na redução das desigualdades sociais; equidade que deve contribuir para ampliar as possibilidades de oportunidades para que todos possam ter condições de inserir-se no sistema produtivo, além de educação e conhecimento serem colocados como eixos da transformação produtiva, recuperando e reforçando a teoria do capital humano, que concebe a relação entre educação e economia como condição para a promoção do desenvolvimento do país. Para o desenvolvimento do estudo utilizou-se de fontes primárias tais como documentos emitidos pela CEPAL, a legislação relativa às reformas do Ensino Médio e o banco de dados do Instituto Nacional de Estudos e Pesquisas (INEP). Os dados secundários, obtidos na bibliografia consultada, serviram para compor o marco teórico e para auxiliar na análise e interpretação dos dados. Entre os achados do estudo destacam-se: o caráter dual dessa modalidade de ensino, traduzida na educação geral e educação profissional; as transformações na organização produtiva como determinante para a organização do Ensino Médio; a vinculação entre educação e desenvolvimento; e a constatação da incorporação de elementos da proposta da CEPAL na legislação referente às reformas do Ensino Médio na década de 1990.

This thesis "Factors Influencing Likes/Dislikes of Natural History in Particular Years of Primary School" is mostly about an attitude analysis of pupils on a secondary level of primary schools to taught lesson Natural History. The main goal is to identify particular factors influencing these attitudes. This research is realised through a five-degree questionnaire of Likert's type which includes 26 items in many dimensions. The research sample covers 393 respondents from 6 schools. The results of this work are divided into 2 parts. First part of work identifies popularity of lesson Natural History in relation to other taught lessons and afterwards the work points out particular factors which influence popularity of this lesson. Second part of this work is about evaluation of particular items of questionnaire.

A presente dissertação tem como objeto a prática de estágios na educação profissional, buscando conhecer seus aspectos e sua contribuição na constituição do técnico industrial de nível médio. Tendo como base um estudo de caso no Instituto Federal de Ciência e tecnologia Sul-rio-grandense (IFSUL), no Campus Sapucaia do Sul, no curso técnico de nível médio em termoplásticos. O estágio, neste caso, configura-se enquanto prática obrigatória, sendo ele necessário para a conclusão do curso e, posteriormente, para a obtenção do diploma e do registro como técnico habilitado pelos conselhos profissionais. O estágio realizado nas empresas, intermediado pela própria instituição de ensino, leva em consideração o aprendizado teórico adquirido durante as aulas do curso. A discussão acerca da educação profissional alcança um novo patamar, pois a rede nacional de educação técnica profissional vive um novo momento de expansão. Também a legislação que regulamenta o estágio alterou-se recentemente. A mesma discussão inscreve-se dentro da temática do campo de inserção profissional, com estudos sobre juventude e trabalho. A metodologia utilizada tem caráter qualitativo; além do estudo de caso, utiliza-se como técnicas de pesquisa. Foram entrevistados estudantes em fase de estágio, egressos que já realizaram seu estágio, bem como estudantes que não realizaram seu estágio, e professores que organizam e respondem dentro do IFSUL. Neste sentido, foram originais os achados, a partir das falas dos estagiários, relacionando o estágio com sua relação entre teoria e prática, o horizonte da inserção profissional, a dinâmica da precarização do trabalho e das dimensões contraditórias do estágio como trabalho. Com este texto espera-se contribuir para trazer elementos concretos para a análise de uma prática tão relevante, no atual momento da educação profissional, como é a prática do estágio curricular. / The object of this research is the practice of curricular training in professional education, with the purpose of knowing its aspects and its contribution for the constitution of a secondary level industrial technician. The basis is a case study carried out in the technical secondary course in thermoplastic, in campus Sapucaia do Sul of Instituto Federal de Ciência e Tecnologia Sul-rio-grandense (IFSUL). Training, in this case, is an obligatory practice, needed for the conclusion of the course and, then, for the obtaining of the diploma and the registration as a technician, habilitated by the professional councils. Curricula training is realized in companies and intermediated by the school, and it takes into account the theoretical learning acquired during the classes. Discussion about professional education reaches a new level, because the national network of technical education is in a moment of expansion. Also the law that regulates the training has changed recently. This discussion takes place into the topic of the field of employability, with studies about youth and work. Methodology is qualitative; beyond the study case, we used XXX research techniques. It has being interviewed students that are in training, egresses which have already being in training, students that still did not realized training, and also teachers who organize and answer in IFSUL. In this sense, the findings from the speech of the trainees were original; they relate training with their relation between theory and practice, the horizon of vocational integration, the dynamics of precariousness of work and the contradictories dimensions of training as a work. With this essay, I hope to contribute to bring to light concrete elements for the analyses of a practice that is so relevant at the moment of professional education, which is the curricular training.

xv, 253 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The High School Behavior Education Program (HS-BEP) is a secondary level intervention for high school "at risk" students that provides both academic and social supports. Students participating in the HS-BEP attend a 45-minute study-skills course two to three days a week that focuses on organizational and self-management skills. As part of the study-skills class, students also participate in a modified behavior education program (BEP) designed to establish access to adult support. Six high school students identified by their teachers as "at risk" socially, and/or academically participated in the study. The students were enrolled in a Pacific Northwest high school implementing school-wide positive behavior support. Direct observation and permanent product data were collected on (a) the fidelity with which the HS-BEP was implemented, (b) academic engagement during general content classes (English, math, history, etc.), (c) problem behavior during classes, (d) percentages of course assignment completion, (e) class attendance, and (f) number of office discipline referrals. A single-case multiple baseline experimental design across students was used to assess the primary research question: is there a functional relation between the implementation of the HS-BEP and an increase in academic engagement. Secondary analyses examined the impact of the HS-BEP on (a) decreases in problem behaviors, (b) increases in assignment completion, (c) increases in class attendance, and (d) decreases in office discipline referrals for "at risk" high school students engaging in escape maintained behaviors. Results demonstrated a functional relation between implementation of the HS-BEP and improved academic engagement. Levels of problem behavior were too low to assess impact, and small to moderate improvements in assignment completion were observed. Implications are provided for the design of secondary-level supports in high schools. References / Committee in charge: Robert Homer, Chairperson, Special Education and Clinical Sciences; K Brigid Flannery, Member, Special Education and Clinical Sciences; Deanne Unruh, Member, Special Education and Clinical Sciences; Jean Stockard, Outside Member, Planning Public Policy & Mgmt

A presente dissertação tem como objeto a prática de estágios na educação profissional, buscando conhecer seus aspectos e sua contribuição na constituição do técnico industrial de nível médio. Tendo como base um estudo de caso no Instituto Federal de Ciência e tecnologia Sul-rio-grandense (IFSUL), no Campus Sapucaia do Sul, no curso técnico de nível médio em termoplásticos. O estágio, neste caso, configura-se enquanto prática obrigatória, sendo ele necessário para a conclusão do curso e, posteriormente, para a obtenção do diploma e do registro como técnico habilitado pelos conselhos profissionais. O estágio realizado nas empresas, intermediado pela própria instituição de ensino, leva em consideração o aprendizado teórico adquirido durante as aulas do curso. A discussão acerca da educação profissional alcança um novo patamar, pois a rede nacional de educação técnica profissional vive um novo momento de expansão. Também a legislação que regulamenta o estágio alterou-se recentemente. A mesma discussão inscreve-se dentro da temática do campo de inserção profissional, com estudos sobre juventude e trabalho. A metodologia utilizada tem caráter qualitativo; além do estudo de caso, utiliza-se como técnicas de pesquisa. Foram entrevistados estudantes em fase de estágio, egressos que já realizaram seu estágio, bem como estudantes que não realizaram seu estágio, e professores que organizam e respondem dentro do IFSUL. Neste sentido, foram originais os achados, a partir das falas dos estagiários, relacionando o estágio com sua relação entre teoria e prática, o horizonte da inserção profissional, a dinâmica da precarização do trabalho e das dimensões contraditórias do estágio como trabalho. Com este texto espera-se contribuir para trazer elementos concretos para a análise de uma prática tão relevante, no atual momento da educação profissional, como é a prática do estágio curricular. / The object of this research is the practice of curricular training in professional education, with the purpose of knowing its aspects and its contribution for the constitution of a secondary level industrial technician. The basis is a case study carried out in the technical secondary course in thermoplastic, in campus Sapucaia do Sul of Instituto Federal de Ciência e Tecnologia Sul-rio-grandense (IFSUL). Training, in this case, is an obligatory practice, needed for the conclusion of the course and, then, for the obtaining of the diploma and the registration as a technician, habilitated by the professional councils. Curricula training is realized in companies and intermediated by the school, and it takes into account the theoretical learning acquired during the classes. Discussion about professional education reaches a new level, because the national network of technical education is in a moment of expansion. Also the law that regulates the training has changed recently. This discussion takes place into the topic of the field of employability, with studies about youth and work. Methodology is qualitative; beyond the study case, we used XXX research techniques. It has being interviewed students that are in training, egresses which have already being in training, students that still did not realized training, and also teachers who organize and answer in IFSUL. In this sense, the findings from the speech of the trainees were original; they relate training with their relation between theory and practice, the horizon of vocational integration, the dynamics of precariousness of work and the contradictories dimensions of training as a work. With this essay, I hope to contribute to bring to light concrete elements for the analyses of a practice that is so relevant at the moment of professional education, which is the curricular training.